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| 中文摘要: |
| 目的 探索工作坊情境教学在助产专业实训教学中的效果。方法 89名助产专业学生按班级分为观察组和对照组，对照组给予传统教学，观察组实施基于工作坊模式的情境教学。采用技能考核、中文版自我导向学习评定量表和实践教学质量评价问卷对教学效果进行调查。采用SPSS 23.0进行独立样本t检验。结果 观察组学生的6项实训操作技能考核及总分成绩分值均高于对照组，差异有统计学意义（P＜0.01）。观察组学习意识、学习行为、学习策略、学习评价、人际关系技能、自我导向学习能力总分均高于对照组，差异有统计学意义（P＜0.01）。观察组教学质量评价为“优秀”，对照组教学质量评价为“良好”，观察组教学态度分值与对照组分值比较，差异无统计学意义（P＞0.05）。观察组教学内容、教学方法、教学效果和实践教学质量总分高于对照组，差异有统计学意义（P＜0.01）。结论 基于工作坊模式的情境教学有助于促进学生知识到能力的转化，激发学生的自主学习能力，提高实践教学质量。 |
| 英文摘要: |
| Objective To explore the effect of workshop situational teaching in practice training of midwifery specialty. Methods 89 students in midwifery specialty were divided into observational group and control group. The control group was given traditional teaching, and the observational group was implemented with situational teaching based on workshop. The effect of teaching was investigated by skill assessment, Chinese version of self-rating scale of self-directed learning and practice teaching quality evaluation questionnaire. SPSS 23.0 was used for t test. Results The scores of 6 practical skills and the total scores of students in the observational group were higher than those in the control group, and the difference was statistically significant (P<0.01, P<0.05). Study initiative, learning behavior, learning strategies, learning evaluation, interpersonal skills and self-directed learning ability of students in the observational group were all higher than those in the control group, and the difference was statistically significant (P<0.01, P<0.05).The evaluation of teaching quality of the observational group was "excellent" and was "good" in the control group. There was no statistically significant difference in the scores toward teaching attitude of the observational group compared with the control group (P>0.05). The total scores of teaching content, teaching methods, teaching effects and practice teaching quality of the observational group were higher than those of the control group, and the difference was statistically significant (P<0.01). Conclusions The workshop situational teaching was helpful in promoting the transformation of students' theoratical knowledge to practice, stimulate students' independent learning ability and improve the quality of practice teaching. |
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